علیرضا عراقیه

The present study was conducted with the aim of designing a systems thinking curriculum model with the heutagogy approach in the first year of secondary education. This research was applicable in terms of its purpose, and mixed with an exploratory design in terms of its implementation method, carried out in two qualitative and quantitative parts. In the qualitative part, 8 experts in educational sciences and psychology were interviewed using purposive sampling and until theoretical saturation. The data were examined using the content analysis method, and basic and organizing themes were extracted. In the quantitative part, the statistical population included first year secondary education teachers in Alborz province in the academic year 2023-2024. Sampling was done in a multi-stage cluster manner and the data collection tool was a researcher-made questionnaire derived from qualitative findings. The validity of the tool was confirmed by the internal consistency method and reliability with Cronbach's alpha of 0.98. Descriptive indices, single-group T-test, and structural equation modeling with SPSS and Amos software were used to analyze the data. The results showed that 26 basic themes were identified in 7 organizing themes in the "curriculum" dimension, 15 basic themes were identified in 5 organizing themes in the "implementation requirements" dimension, and 23 basic themes were identified in 8 organizing themes in the "implementation effects" dimension. Also, from the teachers' perspective, the most importance was given to foresight, process management, and understanding complexity, respectively among the dimensions of the heutagogic systems thinking curriculum. The functional dimensions, understanding educational and structural relationships were the most important in the implementation requirements, and the growth of academic capabilities, promotion of students' types of thinking, and improvement of teachers' teaching competence were the most prominent results in the implementation effects.

This study aims to qualitatively examine the features of the virtual curriculum for elementary mathematics education. The research is qualitative and grounded theory. To this end, 58 scientific articles published between 2020 and 2023 were reviewed and analyzed. Data analysis employed the content analysis technique, with data being coded through Corbin and Strauss’s methodology in three stages: open, axial, and selective coding. The findings of this study identified 8 dimensions, 25 components, and 220 indicators of virtual mathematics education for elementary school, which were developed into a conceptual model. The dimensions and components include: educational content, teaching and learning methods, virtual assessment and evaluation, infrastructure and access, alignment with psychological and motivational needs, teacher professional development, interactive and social learning, and curriculum dynamism and flexibility. The developed conceptual model can serve as a framework for designing, implementing, and evaluating virtual mathematics education curricula at the elementary level. This research indicates that attention to the identified dimensions and the precise implementation of the related components can enhance the quality of virtual education and facilitate mathematics learning among elementary students.

Given the crucial role of curriculum in the success of educational systems, the integration of new cognitive approaches in curriculum design should be considered. Accordingly, the present study aimed to identify the dimensions and components of a systems thinking curriculum with a heutagogical approach in lower secondary education. This study is applied in terms of purpose and qualitative in terms of implementation. The research population included eight experts and university faculty members specializing in curriculum planning and educational psychology, who were selected through purposive and snowball sampling methods based on the principle of theoretical saturation. Thematic analysis using a theme network approach was employed to analyze the data. The findings of the study indicated that for designing a systems thinking curriculum model with a heutagogical approach in lower secondary education, within the overarching theme of curriculum, 26 basic themes were categorized under seven organizing themes: structural reform, process management, modern education, promotion of research, utilization of technology, foresight, and understanding complexity. In the overarching theme of implementation requirements, 15 basic themes were classified under five organizing themes: structural, legal, functional, systemic comprehensiveness in macro design, and understanding dimensions and relationships in educational processes. Furthermore, in the overarching theme of implementation effects, 23 basic themes were identified under eight organizing themes: enhancement of students' academic capabilities, development of students' social competencies, improvement of students' psychological competencies, advancement of students' various thinking skills, understanding systemic relationships and modeling, adaptability and comprehension of complex environments, flexibility, and enhancement of teachers' teaching competencies.

Rhizomatic is a way of thinking that disrupts the more traditional, hegemonic and linear approach that traditionally dominates the educational system and deals with the conceptual changes that can be derived from (creative) thinking. The purpose of the current research was to identify the bases and requirements for designing a curriculum model based on rhizomatic knowledge.The method was qualitative research (thematic analysis). The statistical population consisted of 12 professors and curriculum experts who were selected and participated in the study by purposive sampling method, the intended tool was interview, which validity was checked by triangulation and reliability by Kappa index. Data analysis was done based on the Brown and Clark model and three types of coding: basic themes, organizing themes, and pervasive themes. Results showed the foundations and requirements of designing a curriculum model based on rhizomatic knowledge in primary schools of the country under the influence of 176 basic themes and 23 organizing themes and 4 comprehensive themes (1- attention to the philosophy and basics of the rhizomatic approach 2- fundamental transformation in the planning system Lesson 3- Innovation in the goals and strategies of education and teaching 4- Considering the individual and functional characteristics of students. In order to have a curriculum based on rhizomatic knowledge, the bases and requirements that were identified in the design of the curriculum model based on rhizomatic knowledge should be taken into consideration by the educational system and curriculum planners.

The aim of this study is to design and validate a curriculum model for gifted students of second grade elementary schools. The present research method is mixed type (qualitative-quantitative) with exploratory approach which first was done with qualitative approach of indicators and components of discovery and then validationof data. The statistical population of the study included 24 experts in education and library resources and in the quantitative section included 11 experts in the field of curriculum planning and experts in Sampad. Data collection tools were semi-structured interviews and library resources in qualitative section, and in quantitative section, questionnaires. Content analysis method and quantitative findings were analyzed by Lavsh coefficient and Holstie coefficient. The results showed that the curriculum planners should consider the role of thirteen factors in order to design the curriculum model for these students including; rationale, goals, student-oriented basic assumptions, teacher-oriented basic assumptions, support factors, motivational factors, environment, content, program-oriented factors, teaching strategies, learning strategies, time and evaluation. Also, according to the findings, order and priority are not criteria in this pattern and the resulting pattern is a systematic pattern that should pay attention to all components and indicators together.

The workplace curriculum based on learning can play different roles and tasks in different organizations. As a result, the aim of this study was designing a pattern of characteristics and effective factors in designing and compiling the workplace curriculum based on learning management.

This study in terms of purpose was applied and in terms of implementation method was qualitative. The current research population was the managers and employees of the Ports and Maritime Organization and faculty members in the curriculum field in 2021 year, which number of 20 people of them according to the principle of theoretical saturation were selected as a sample with using the purposeful sampling method. In this research, to collect data was used a semi-structured interview, which its validity by the opinion of experts was confirmed, and its reliability by the method of agreement coefficient between two coders was obtained 0.71, and the data obtained from the interview were analyzed by thematic analysis method in MAXQDA software.

The findings of this study showed that the characteristics in designing and compiling the workplace curriculum based on learning management have 14 sub-themes in 3 main themes of nature characteristics (with 5 themes), learning characteristics (with 5 themes) and environmental characteristics (with 4 themes) and the effective factors in designing and compiling the workplace curriculum based on learning management have 26 sub-themes in 4 main themes of managerial factors (with 5 themes), organizational factors (with 4 themes), individual factors (with 7 themes) and educational factors (with 10 themes).

According to the results of this study, in order to designing and compiling the workplace curriculum based on learning management should be known its characteristics and should be provided background for the realization of the effective factors.

This research aimed to identify the components and indicators of a rhizomatic knowledge-based curriculum in elementary school. 

The research method was a synthesis study. The theoretical foundation was based on Miller's curriculum model. The statistical population included 26 Persian and English articles from 2012 to 2021. The sampling method was purposive, and the tool was a researcher-made form whose validity was assessed using the Lawshe coefficient and reliability using the Kappa index. Data analysis was performed based on Roberts' model and open and axial coding. 

The results showed that in a rhizomatic knowledge-based curriculum in elementary school, there are 14 components (becoming thinking, questioning and criticism, creating an open rhizomatic learning space, power of imagination and intellectual independence, interactive, nonlinear, facilitating, realistic, flexible and diverse, rhizomatic teaching (creative and autonomous), teaching in virtual space, design thinking, self-assessment approach, pragmatic approach) and 39 indicators involved. 

The findings indicate that the rhizomatic knowledge-based curriculum in elementary education emphasizes creativity, critical thinking, flexible learning environments, and independent thinking. Implementing this curriculum can enhance student engagement and foster a deeper, more meaningful learning experience.

Due to the spread of the corona virus in December 2019, face-to-face training in schools was replaced by virtual training. The aim of the present study was to identify the factors affecting the effectiveness of virtual education in the post-Corona period from the point of view of primary education teachers (Alborz province, Karaj city). In terms of the purpose of the research, this research is of the type of applied research and in terms of the method of data collection, it is of the type of descriptive-survey research. The statistical population of the research included all the primary school teachers in Karaj city, whose number is 9640. To determine the sample size, 369 people were identified as sample people by referring to Morgan Karajsi's table. Simple random sampling method was used in this research. The tools of data collection in this research were interviews and questionnaires made by the researcher. Data collection was done in the library and field stage. Findings using SPSS20 statistical software in the inferential statistics section and identifying factors affecting the effectiveness of virtual training in the post-Corona era showed that all items of interaction, outcome, skill enhancement and performance were approved by the contract and in the rating section, the skill enhancement dimension with an average rate of (54) 2.2) In the first rank and in the following ranks respectively, the dimensions of interaction with an average amount (2.51), performance with an average amount (2.50) and consequence with an average amount (2.46) are located. The result of this research showed that the components and methods presented in the current research should be carefully considered by educational authorities and followed up in elementary schools, so that as a result, we can witness an increase in the effectiveness and productivity of schools, and in the post-corona era, we can improve the capabilities and abilities of teachers in order to educate students as best as possible.

The purpose of the current research was to understand the lived experiences of teachers from the lived experiences of teachers of the challenges and opportunities of teaching health literacy in the elementary school. This qualitative research was carried out using the phenomenological method. The method of collecting information was using semi-structured interviews. The statistical population of the present study was all teachers who were familiar with the subject of the research, for this purpose, data was collected by interviewing 15 teachers who had lived experience in the desired field. collected and analyzed according to the method of Strabert and Carpenter (2003). The analysis of the interviews indicated four main themes, including cultural, political, economic and structural, and 19 sub-themes in the form of opportunities and challenges, including promotion Mental health and reduction of mental diseases in children, improvement of physical health and reduction of physical diseases in children, reduction of costs caused by various diseases, increase of productivity of students in the future, reduction of preventive education costs, increase of intellectual production and Physical education of students, help to improve cooperation at the community level, improvement of management aspects at the national and international level, institutionalization of health literacy education from the primary period, all-round support of some existing structures in education from health education, bias towards education Health literacy, non-acceptance of some health education by the family, non-acceptance of some health education by the decision makers, cost of health literacy education, small and insignificant budget for health literacy education, ideological interference in health and health education, opposition With some health and health teachings for religious reasons, the lack of necessary infrastructure for health-related education, the lack of proper planning for education was achieved. Therefore, it can be said that health literacy education has many challenges and opportunities. Therefore, it is very important to deal with these challenges and opportunities.

Today, the rapid development of information and communication technologies and the impact of globalization necessitate the use of information technology-related mechanisms by individuals and organizations to stay ahead and gain a competitive advantage. With the expansion of these technologies, it has become crucial for all people and organizations to adapt and integrate them into their processes and operations to remain relevant and continue to progress in the globalized world. The study aimed to devise a curriculum model for enhancing students' professional skills through virtual social networks. The employed research method was exploratory and relied on foundational data. The participants in the present study included all curriculum experts and specialists related to the research project, who were selected using a purposive sampling method. The number of participants was considered to be 13 people based on theoretical saturation. The research tool used in the study was semi-structured interviews with experts. Data analysis encompassed theoretical coding. To validate the proposed model, the Delphi method was employed. The research findings revealed that the desired curriculum consisted of 14 dimensions, such as logic, goals, content, teaching-learning strategies, learning activities of learners, materials and resources, grouping of learners, time, space, evaluation methods, and professional qualifications. The identified facilitating and hindering factors were professors and excellence, respectively. The final curriculum model designed for the development of students' professional skills using virtual social networks was found to be valid from both the experts' and users' perspectives.

The present study aimed to design a model of factors affecting the workplace curriculum based on learning management. The approach of the present study was qualitative-theoretical research. The participants of the study included experts and specialists in the curriculum field. To determine the samples, a purposive non-random sampling method was used, and 20 people were considered as the sample size using the saturation principle. The research tool was a semi-structured interview. In order to determine the validity of the tool, qualitative research quality criteria were used and approved. Regarding the factors affecting the design and development of the workplace curriculum based on learning management in the Ports and Maritime Organization, the results of the study showed that managerial factors, organizational factors, individual factors, and educational factors are among the effective factors. Also, the learning management paradigm, compared to educational management, includes the components of effective learning, knowledge orientation, attitude, and organizational factors. The principles and assumptions of the workplace curriculum model based on learning management, including the components of curriculum axes, developmental factors, values, and characteristics of the curriculum based on learning management, including the components of intrinsic characteristics, learning characteristics, and environmental characteristics, were identified.

The aim of the current research was to identify the components of digital leadership for managers of Islamic Azad University.

The current research was applied in terms of objective, in terms of quantitative method and the type of survey-cross-sectional study. The statistical population included all presidents of universities, their vice-presidents, heads of faculties and heads of educational departments of Islamic Azad University of Tehran province in the number of 270 people, and 159 statistical samples were selected with the help of Morgan's table. The measurement tool included a 121-question questionnaire made by the researcher and sent to the sample group. The validity of the questionnaire was checked through concurrent validity and reliability was calculated using Cronbach's alpha and it was analyzed by means of exploratory factor analysis test.

factor analysis shows that the relevant components include 17 components, which are: digital culture, digital security, digital infrastructure, digital communication, digital structure, digital economy, digital intelligence, digital literacy, upstream documents, leadership competencies, Cognitive abilities, professional skills, human skills, realization of digital university, economic effects, social effects, environmental effects. Finally, these 17 components explained digital leadership.

According to the results obtained from the current research and the confirmation of its results by previous research and existing theories, it can be concluded that the proposed framework has a theoretical and empirical support and sufficient validity and can be an effective step in determining the components that make up digital leaders.

The aim of the present research was to analyze and explain the necessity of a virtual mathematics curriculum for elementary education. The research method employed was content analysis, and the statistical population consisted of previous studies and documents that were aligned with the criteria of the present research. A sample of 36 articles was selected for examination using purposive sampling. In this study, a qualitative approach was used to analyze the data based on the content analysis method, categorizing the data into fundamental themes, organizing themes, and overarching themes. All key points and important ideas related to the virtual mathematics curriculum for elementary education were identified as fundamental themes within three important domains: technology, teacher, and student. Subsequently, through the analysis of the primary data, co-grouping codes with similar concepts were combined, and organizing themes emerged. In the next stage, these themes were identified and determined as overarching themes in four components: objectives, content, teaching methods, and assessment methods for the virtual mathematics curriculum for elementary education. Finally, based on the identified organizing and overarching themes, a thematic network related to the topic of virtual mathematics education was depicted. According to the findings of the present research, focusing on the drawn thematic network can significantly contribute to identifying influential factors in the virtual mathematics curriculum and shedding light on its unknown dimensions. It can serve as a foundation for further studies and research in this field.

The aim of the current research is to provide "the model of educational policy for skill learning of first year high school students". The research method is applied in terms of purpose, qualitative in terms of data type, and systemic (paradigmatic) in terms of the nature and type of data study. The target population of the research includes university professors and experts in the field of human resource management, based on the theoretical sampling method of the snowball type and based on the theoretical saturation of the data, 15 experts were selected for the interview. The research tool was a semi-structured interview, in which the dimensions, components and indicators of the educational policy model of skill learning of first year high school students were set. For the aforementioned interview form, a part of national and global models, findings, studies and theories were examined, then, with open coding, indicators were counted and through axial coding, they were categorized in the form of dimensions, components and indicators, and for 15 people from Experts sent and with the help of selective coding through interviews, Delphi technique and brainstorming, the dimensions and components were identified. As a result, 5 dimensions, 20 components and 118 indicators were finalized for the educational policy model of the first year high school students. After the final approval and prioritization of the experts, the dimensions, components and indicators of the model were drawn, and the said model was again validated by the experts.

The present research has explored and investigated the level of attention of the elementary school curriculum to skill learning. The studied data was collected through a questionnaire based on quantitative research. The sample size consisted of 196 teachers of primary school in the 10th district of Tehran and 30 teachers. Data analysis was done through factor analysis. The results showed the level of attention of the elementary school curriculum to skill learning components (self-awareness - boldness - control of emotional and behavioral emotions - empathy - relationship with peers - cooperation - verbal component (conversation) - effective listening - honesty and truthfulness - trustworthiness - not being jealous - creative thinking - critical thinking - understanding the problem - decision making - time management - hardware and software - global internet network - environment friendly - efficient energy consumption - waste management - entrepreneurship - financial management - healthy nutrition - proper coverage - awareness of diseases) is not suitable .

This research has been done with the aim of the epistemological foundations of teaching visual arts based on virtual social networks. The research method is theoretical in terms of theoretical purpose and qualitative in terms of data type. In order to achieve the above goal, the method of transcendental logical analysis has been used. In transcendental logical analysis, the condition for the possibility of realizing a human experience is determined. The statistical population in this study in the study of epistemological foundations includes all sources and research done and related to the epistemological foundations of upstream documents of the Iranian educational system and the foundations of electronic pedagogical theories from valid scientific sites and sources and official documents of the Iranian educational system It is provided. For sampling using purposive sampling method and the ideal method in this sampling is to select to the extent of mental saturation.Research objectivesObjectives of teaching and teaching include knowledge and knowledgeEducational goals of any educational system in general and electronic educational systemresearch questionsHow to Guarantee Teaching and Teaching Guarantee Knowledge and Knowledge GuaranteeHow to educate any educational system in general and electronic education system

The present research has explored and investigated the level of attention of the elementary school curriculum to skill learning. The studied data was collected based on qualitative research through interviews. The sample size consisted of 22 people from all experts and activists of curriculum and elementary education. Data analysis was done through theme analysis. The results showed that the results of the analysis of the interviews indicated that in order to design the curriculum of skills training in the elementary school, it is necessary to pay attention to 102 indicators (taken from open coding), 26 components (taken from axial coding) and 10 dimensions (taken from selective coding). Be considered. Is. The above dimensions include individual skill, social skill, communication skill, moral skill, thinking skill, problem solving skill, technology skill, environmental skill, economic skill, health skill. The results of the assessment of the components showed the level of attention of the elementary school curriculum to skill learning components (self-awareness - boldness - control of emotional and behavioral emotions - empathy - relationship with peers - cooperation - verbal component (conversation) - effective listening - honesty and truthfulness - trustworthiness - jealousy Don't - creative thinking - critical thinking - problem understanding - decision making - time management - hardware and software - global Internet network - environment friendly - optimal energy consumption - waste management - entrepreneurship - financial management - healthy eating - proper coverage - awareness of diseases) Examining the fit indices also showed that the model has a good fit and is approved.

The general goal of the current research was to design a multicultural curriculum model for the second year of secondary school. In terms of its purpose, this research is one of applied research and according to the nature of the data, it is mixed. The sample in the qualitative section consisted of 18 experts and specialists in the field of curriculum, all of whom had doctorate degrees in curriculum planning and had 10 years of teaching experience at the university. Also, the statistical population in the quantitative section included the teachers of the five districts of Tabriz city who taught in the second period of secondary school in the academic year (2019-2020), and 274 people were selected as a sample. The findings of the research identified 9 factors that had a characteristic value greater than 2 and had the ability to predict more than 60% of the variance of the questionnaire score. The extracted factors in order of priority were human communication, collective experience and promotion of participation, creation of pluralistic curriculum, growth of peace and understanding, development of justice and equality, increase of multicultural knowledge, duties of the ruling system in Multicultural society, multicultural education strategies, acceptance of cultural diversity. Therefore, in order to design a multicultural curriculum model, the main dimensions of the model and the components of each dimension were extracted based on the findings of the qualitative and quantitative stages of the research.

Students can better understand what they have learned and prepare to build a better future. The present research was conducted to provide a model of educational policy for skill learning of first-year high school students.

In terms of the applied goal, this research was exploratory mixed (qualitative-quantitative) in terms of data, and in terms of nature, in the qualitative dimension, it was a systemic (paradigm) foundation data, and in the quantitative dimension, it was a cross-sectional survey. The statistical population of the qualitative part included university professors and experts who had papers in the field of skill training, and in the quantitative part, it included all the teachers of the first year of secondary education in the central province who had a master's degree and above in the field of educational sciences, numbering 500 people. The sampling method in the qualitative part is purposeful and theoretical, and with the number of 15 experts, the theoretical saturation was reached. In the quantitative part of the sample size, 217 people were selected based on Morgan's volume determination formula. In the current research, after the open and axial coding of the measurement tool, it was sent in the form of a set form and sent to experts for selective coding and validation. Based on this, a researcher-made questionnaire was designed and distributed among the randomly selected statistical sample. Then the collected data were analyzed using descriptive and inferential statistics.

As a result, 5 dimensions, 20 components and 118 indicators were finalized for the educational policy model of students' skill learning.

After the final approval and prioritization of the experts, the dimensions, components and indicators of the model were drawn, and the experts again validated the said model.

The aim of the current research was to design a teaching-learning model for the students of the second year of elementary school (the case study of Tehran city).The research method is a mixed model (qualitative-quantitative) with an exploratory approach. The method used in the qualitative stage was thematic analysis, in order to collect data using thematic analysis method (Atride-Sterling) and to analyze the data using the coding method and in the quantitative stage to analyze the data descriptively and inferentially. Was performed. The descriptive stage was used for the demographic part and the inferential stage was used for the factor analysis. The potential participants of the research were university scientific experts, 14 of the key experts were selected with the purposeful sampling method. The sample size in the quantitative stage using Cochran's formula and stratified random sampling method was 384 experienced teachers and experienced educators in the field of teaching in elementary school.In this study, the "document review form" tool was used. In the document mining section, out of 48 documents, including articles in reliable databases and websites, books, theses, 21 of which are Persian documents and between the years 1387 and 1401. And 26 cases of English documents were used between 1991 and 2022.The results showed that the validity of the data has been confirmed by using the alignment method. In the first coding, 297 basic themes were extracted, and then in the second round of coding, 25 codes were removed or merged and 272 basic themes were obtained. it placed. The validity of the research was done in the qualitative part by using the alignment of sources, negotiation with professors, the external reviewer's opinion and the content validity ratio of Laushe, and in the quantitative part by using confirmatory factor analysis.The reliability of the current research was done in the qualitative part using Holstein's coefficient of agreement, which was determined to be 0.97, and in the quantitative part, it was done using Cronbach's alpha coefficient, and all organizing themes had Cronbach's alpha coefficient higher than 0.7. Finally, in the mentioned model, there are five overarching themes: 1- goals, 2- knowledge-oriented factors, 3- support-oriented factors, 4- teaching-learning processes, 5- assessment-oriented factors, and 38 organizing themes and 265 approved basic themes. is placedIn order for teachers to adjust their education according to students' needs, they must know about students' interests, age characteristics, and their levels of readiness to understand new material. In a group where different education takes place, learning is social and is accompanied by cooperation, and students' abilities are valuable. Most students are motivated to learn when the teacher presents the topics in ways that the students understand. When the students understand the concepts presented by their teacher, it become responsible for their own learning, and when students consider themselves responsible for their own learning, this has a positive effect on their academic progress, critical thinking skills, and self-efficacy. The designed model was compiled with regard to elementary children and their developmental characteristics were taken into consideration, cognitive, social, emotional dimensions, etc., and this model is suitable for the alpha generation or generation z, and in this model, an attempt is made to contribute knowledge. Students should be given more importance and bring the current situation closer to the desired situation.In this regard, the present research has presented the learning teaching model in the second grade of elementary school in Tehran, and special attention is paid to 5 inclusive themes 1. Objectives (including 4 organizing themes "educational, educational goals, process of individualization and improvement of capacity" and 48 themes basic), 2. knowledge-oriented factors (with 4 organizing themes "content production, cognitive content, conceptual content and value content" and 21 basic themes), 3. support-oriented factors (with 10 organizing themes "factors Attitudinal, affective factors, human factors, teacher characteristics, social factors, cultural factors, improving teacher capacities, interactive factors, types of thinking and learning environment" and 75 basic themes, 4. Teaching-learning processes (with 18 themes) The organizer of "participatory learning, problem solving, virtual learning, skill learning, project learning, exploratory learning, interactive teaching, lecture teaching method, professor's student teaching method, retelling method, question and answer method, practice and repetition method, method discussion, role-playing method, laboratory method, scientific investigation method, legal scientific investigation method and innovation method" and 115 basic themes) and 5. assessment-oriented factors (with 2 organizing themes "formative evaluation and practical evaluation and 6 basic themes) a total of 38 organizing themes and 265 basic themes are shown. It shows the average ranks of each organizing theme, according to the significance of this test, all 38 organizing themes do not have the same rank and they are at different levels in terms of importance, so that the organization themes Attitudinal factors and innovation are the most important, and after that, the organizing theme of problem solving is the second most important, but the organizing themes of value content, social factors, exploratory learning and exploring in a legal way are the least important.In general, it can be concluded that according to the mentioned cases, the performance of students is caused by the influence of various variables, the identification and the amount of their influence can help to improve the progress of students in this field. Therefore, the overall effectiveness of each teacher's teaching is measured and determined in the light of the contrast between general criteria including teaching design, teaching implementation, classroom management, human relations, evaluation and desirable personality traits.

 Curriculum plays an important role in the success of educational systems. Therefore, the current research was conducted with the aim of identifying the dimensions and components of the heutagogical curriculum of the secondary high school.

The present study in terms of purpose was applied and in terms of implementation method was qualitative from type of exploratory. The population of this research was articles related to the research field in the years 2019 to 2023 and experts familiar with the research field and having PhD degrees in the fields of curriculum planning and educational psychology, which numbered of 9 articles and 6 experts were selected according to the principle of theoretical saturation and with targeted and snowball sampling methods. The data was collected by taking notes from articles and semi-structured interviews with experts, which whose content validity was calculated by 5 experts 0.995 and its reliability was calculated by Cohen's kappa coefficient 0.979, and to analyze the data were used from thematic analysis.

The findings from taking notes from articles and semi-structured interviews with experts showed that for the heutagogical curriculum of the secondary high school in the comprehensive theme of the flexibility were identified 8 basic themes in 3 organizing themes including the flexibility in goals, flexibility in programs and flexibility in management, in the comprehensive theme of the goal were identified 8 basic themes in 2 organizing themes including the heutagogical goal setting platform and comprehensiveness in goal setting, in the comprehensive theme of the content were identified 16 basic themes in 4 organizing themes including the extent of, content production, applied content and skill content, in the comprehensive theme of the learner were identified 15 basic themes in the 4 organizing themes including the self-determining recipient, creative cooperative, learner agency and internal motivation, in the comprehensive theme of the facilitation were identified 24 basic themes in 5 organizing themes including the heutagogical class, heutagogical teachers skills, authentic teaching, creating opportunities for students and teaching of heutagogical skills, in the comprehensive theme of educational technology were identified 12 basic themes in 3 organizing themes including the technological class, technological educational tools and social networks, in the comprehensive theme of thinking were identified 8 basic themes in 3 organizing themes including the systemic thinking, critical thinking and group thinking and in the comprehensive theme of evaluation were identified 19 basic themes in 4 organizing themes including the heutagogical assessment, teacher's role in assessment, student's role in assessment and choice in assessment.

According to the identified themes from taking notes from articles and semi-structured interviews with experts for the heutagogical curriculum of the secondary high school, to improve the heutagogical curriculum must prepare the ground for the realization of the identified themes.

The aim of this study was to identify the dimensions and indicators of organizational culture development for primary schools in Alborz province. This research is applied in terms of purpose and in terms of collecting qualitative information of the grounded theory type. In the qualitative section, education specialists and experts (who have scientific and executive backgrounds in education) and university professors (faculty members, with research backgrounds related to organizational culture) were considered as the research community. Targeted snowballs were selected. Semi-structured exploratory interviews were used to collect information on national and international documents related to the subject of the study. The interviews went on until the theoretical saturation in the dimensions and components of the research and then stopped with the decision of the researcher. Finally, after collecting information from the interview sections and reviewing the sources, the data were analyzed through coding (open, axial and selective). To determine the validity of the findings, in addition to the data were selected and confirmed by studying the theoretical foundations, research background, sources, interviews with focal people, the opinions and guidelines of a group of experts were taken into account and final coding was done before coding. Findings showed that a total of 9 dimensions and 80 indicators of interviews about organizational culture in primary schools in Alborz province were counted. The identified dimensions were: organizational structure, organizational goals, human capital, leadership, strategy, social capital, organizational environment, organizational technology and psychological capital

The current research was carried out with the aim of identifying the dimensions and components of the curriculum of the work environment in business organizations in the Ports and Maritime Organization. In terms of purpose, this research was applied and the approach of the current research was qualitative and theoretical research. The method of data analysis in the present study was thematic analysis. The results of the analysis show that among the 121 indicators (items) available, 24 main components can be identified. Based on the results of the research, it can be seen that the structure of the curriculum includes target components (needs assessment, cultural adaptation and individual differences and flexibility), content (challenging, proportionality and ease of access) and evaluation (suitability of measurement and evaluation with Objectives, content and learning resources, clarity and transparency of assessment criteria, use of assessment and evaluation methods and flexible assessment. Regarding the factors affecting the design and compilation of the learning management-based work environment curriculum in the Ports and Maritime Organization, the results of the research showed that managerial factors, organizational factors, individual factors, and educational factors are effective factors. Also, the paradigm of learning management compared to educational management includes effective learning components, knowledge orientation, attitude, organizational factors. The principles and assumptions of the curriculum model of the workplace based on learning management, including the components of curriculum axes, development factors, value and characteristics of the curriculum based on learning management, including the components of nature characteristics,learning characteristics and environmental characteristics, were identified.